chapter-iv data analysis and...

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CHAPTER-IV

DATA ANALYSIS AND INTERPRETATIONS

The raw scores of any data have no value unless they are analysed and

interpreted in a proper way. A researcher cannot achieve his/her objectives without

interpreting the facts collected through the tools used for the study. The generalization

and interpretations lead towards conclusions and suggestions. It is therefore,

necessary to get a meaningful picture of the raw information collected. Keeping in

view the objectives of the study and their corresponding hypothesis, the data was

statically processed using appropriate design and technique. Hence, after the data has

been collected this must be processed and analysed to draw proper inferences.

The purpose of analysis is to find out the relationship between the variables,

which lead to verification of the hypotheses. It involves a process of breaking up the

complex factors into simpler ones and making new arrangements for the purpose of

interpretation analysis and interpretation of data help the future researchers to relate

problem with appropriate statistical techniques to avoid unnecessary labour.

According to Good, Barr and Scates, “Analysis is a process which enters into

research in one form or the other form in the very beginning.” It may be fair to say in

general, research consists of two longer steps i.e. the gathering of data and analysis of

these data. Analysis and interpretation help the researcher to infer the results which

are to be accomplished in the study. Hence, it is to be done carefully by examining

the results obtained after analysis.

Statistics is a good tool in the hands of a researcher. It can help in attaining

some objectives only if one is clear about the theoretical basis of the variables and

their relationship so it is necessary to interpret the result obtained statistically. It is

only one way to make the research meaningful. According to Good, Barr and Scates,

“The process of interpretation is essentially, one of stating what the result show?

What they mean? What is their significance? What is the answer of the original

problem?” The analysis means studying the tabulated material in order to determine

inherent factors or meaning. So obtained data has been analysis and interpreted in this

chapter.

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OBJECTIVE NO.1

To study professional commitment of teachers working in teacher

training institutions

Table 4.1: Professional commitment scores of teachers working in teacher


Professional commitment

scores

Frequency Percentage

115-124 28 8.00

105-114 89 25.47

95-104 81 23.14

85-94 108 30.86

75-84 44 12.57

Total 350 100

Figure 4.1: Professional commitment of teachers working in teacher training

institutions

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Table 4.2: Distribution showing Population Mean and Variability of Professional

commitment of teachers working in teacher training institutions

N Mean SD SEM

350 98.10 11.10 0.59

Results: 96.94 to 99.28 at 0.05 level of confidence

96.58 to 99.62 at 0.01 level of confidence

INTERPRETATION OF RESULTS

The confidence intervals represent a range with in which the parameters,

population means (Mpop) is likely to fall. Hence with respect to our above data, there

are 95 chances out of 100, that population mean (Mpop) would fall between the

scores limits 96.94 to 99.28 and there are 99 chances out of 100, that the Mpop would

fall between 96.58 to 99.62. Our confidence that these intervals contain population

mean (Mpop) is 95 percent or p of .95 and 99 percent or p of 0.99 respectively.

It means that there are 5% chances that mean of population (Mpop) of

professional commitment would fall beyond the range 96.94 to 99.28 and there are

1% chances that Mpop of professional commitment would fall beyond the range

96.58 to 99.62.

Table 4.3: Level/Degree of Professional commitment of teachers working in

teacher training institutions

Sr. No. Score No. of teachers Degree/level commitment

1 106 and above 116 Highly committed

2 90-105 132 Moderately committed

3 61-89 102 Less committed

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Figure 4.2: Percentage of total number of teachers with degree of professional

commitment


From table 4.3 and figure 4.2 it is apparent that out of 100, 33 per cent

teachers of teacher training institutions are highly committed to their profession, while

38 per cent are moderately committed and 29 per cent are less committed. The

percentage of moderately committed teachers is highest.

OBJECTIVE NO.2

To study professional commitment of teachers working in self finance


Table 4.4: Professional commitment scores of teachers working in self finance



scores


115-124 16 8.0

105-114 52 26.0

95-104 39 19.5

85-94 68 34.0

75-84 25 12.5

Total 200 100

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Figure 4.3: Professional commitment of teachers working in self finance teacher



commitment of teachers working in self finance teacher training

institutions

N Mean SD SEM

200 101.32 11.01 0.78




With respect to our above data, there are 95 chances out of 100, the Mpop

would fall between the scores limits 99.78 to 102.85 and there are 99 chances out of

100, that the Mpop would fall between 99.31 to 103.33. Our confidence that these

intervals contain population mean (Mpop) is 95 percent or p of .95 and 99 percent or

p of .99 respectively.

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professional commitment of self finance institution’s teachers would fall beyond the

range 99.78 to 102.85 and there are 1% chances that Mpop of professional

commitment would fall beyond the range 99.31 to 103.33.

Table 4.6: Level/Degree of Professional commitment of teachers working in self

finance teacher training institutions

Sr. No. Score No. Of teachers Degree/level commitment




Figure 4.4: Percentage of total number of teachers (self finance) with degree of

professional commitment



teachers of self finance teacher training institutions are highly committed to their

profession, while 36 per cent are moderately committed and 18 per cent are less

committed. The percentage of highly committed teachers is highest in self finance

teacher training institution.

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OBJECTIVE NO.3

To study professional commitment of teachers working in Govt/Govt

aided teacher training institutions

Table 4.7: Professional commitment scores of teachers working in Govt/Govt

aided teacher training institutions


scores


115-124 4 2.66

105-114 21 14.00

95-104 42 28.00

85-94 55 36.67

75-84 28 18.67

Total 150 100

Figure 4.5: Professional commitment of teachers working in Govt/Govt aided


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commitment of teachers working in Govt/Govt aided teacher training

institutions

N Mean SD SEM

150 93.83 9.75 0.79




With respect to our above data, there are 95 chances out of 100, the Mpop

would fall between the scores limits 92.25 to 95.40 and there are 99 chances out of

100, that the Mpop would fall between 91.79 to 95.86. Our confidence that these

intervals contain population mean (Mpop) is 95 percent or p of .95 and 99 percent or

p of .99 respectively.


professional commitment of Govt/Govt aided institution’s teachers would fall beyond

the range 92.25 to 95.40 and there are 1% chances that Mpop of professional

commitment would fall beyond the range 91.79 to 95.86.

Table 4.9: Level/Degree of Professional commitment of teachers working in

Govt/Govt aided teacher training institutions

Sr. No. Score No. of teachers Degree/level commitment




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Figure 4.6: Percentage of total number of teachers (Govt/Govt aided) with

degree of professional commitment



teachers of self finance teacher training institutions are highly committed to their

profession, while 43 percent are moderately committed and 41 per cent are less

committed. The percentage of moderately committed teachers is highest in Govt/Govt

aided training institution.

OBJECTIVE NO.4

To find the relationship in professional commitment and teacher’s

effectiveness of teachers working in teacher training institutions

Hypothesis

There are no significant relationships between professional commitment and

teacher’s effectiveness of teachers working in teacher training institutions.

Here we are calculating correlation co-efficient between professional

commitment and teacher’s effectiveness of teachers working in teacher training

institutions. For this purpose Pearson’s correlation co-efficient is used.

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Table 4.10: Correlation Coefficient ( r-value) between Professional Commitment

and Teacher’s Effectiveness of teachers working in teacher training

institutions

Variables No. of Teachers ‘r’ value Remark

Professional

commitment

350

0.481*

Positive Moderate

correlation Teachers’

effectiveness

350

* Value of Correlation Coefficient is 0.481

* Significant at 0.01 level of significance with df 348

From the table 4.10 it is clearly evident that the co-efficient of correlation

between professional commitment and teachers’ effectiveness of teachers working in

teachers’ training institutions is 0.481 and which is significant at 0.01 level of

significance with 348 degree of freedom. The critical ‘r’ value is 0.148 at 0.01 level of

significance with 348 degree of freedom. So the calculated ‘r’ value is higher than the

critical value.

So the hypothesis that, “There are no significant relationship between

professional commitment and teacher’s effectiveness of teachers working in teacher

training institutions” is rejected.

So it can be interpreted that professional commitment of teachers working in

teacher training institutions is positively correlated with their teachers’ effectiveness.

This positive correlation shows that with increase in teachers’ effectiveness of

teachers, the professional commitment increases and vice-versa.

OBJECTIVE NO.5

To find the relationship in professional commitment and teacher’s job

values of teachers working in teacher training institutions

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Hypothesis

There are no significant relationships between professional commitment

and job values of teachers working in teacher training institutions.


commitment and job values of teachers working in teacher training institutions. For

this purpose Pearson’s correlation co-efficient is used.

Table 4.11: Correlation Coefficient (r-value) and t-value between Professional

Commitment and Job values of teachers working in teacher



Professional

commitment

350

0.012*

Negligible

correlation Job Values 350


*Not Significant at 0.05 level of significance


between professional commitment and job values of teachers working in teachers’

training institutions is 0.012 and which is not significant at 0.05 level of significance

with 348 degree of freedom. The critical ‘r’ value is 0.113 at 0.05 with 348 degree of

freedom. So the calculated ‘r’ value is less than the critical value.


professional commitment and job values of teachers working in teacher training

institutions” is retained.


teacher training institutions is negligibly correlated with their job values. This

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correlation shows that with increase or decrease in job values of teachers, there will

be no impact on the professional commitment of teachers and vice-versa.

OBJECTIVE NO.6

To find the relationship in professional commitment and thinking style of

teachers working in teacher training institutions

Hypothesis

There are no significant relationships between professional commitment

and thinking style of teachers working in teacher training institutions.


commitment and thinking style of teachers working in teacher training institutions.

For this purpose Pearson’s correlation co-efficient is used.

Table 4.12: Correlation Coefficient ( r-value) and t-value between Professional

Commitment and Thinking Style of teachers working in teacher



Professional

commitment

350

0.404*

Positive Moderate

correlation Teachers’

effectiveness

350


* Significant at 0.01 level of significance with df 348


between professional commitment and thinking style of teachers working in teachers’

training institutions is 0.404 and which is significant at 0.01 level of significance with

348 degree of freedom. The critical ‘r’ value is 0.148 at 0.01 level of significance with

348 degree of freedom. So the calculated value is higher than the critical value.

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professional commitment and thinking style of teachers working in teacher training

institutions” is rejected.


teacher training institutions is positively correlated with their thinking style. This

positive correlation shows that with increase in thinking style of teachers, the

professional commitment increases and vice-versa.

OBJECTIVE NO.7

To compare the professional commitment of teachers working in self

financed and Govt/Govt. aided teacher training institutions

Hypothesis

There is no significant difference in professional commitment of teachers

working in self-financed and Govt/Govt. aided teacher training institutions

Table 4.13: Professional commitment scores of teachers working in self finance

and Govt/Govt aided teacher training institutions


scores

Teachers of self finance

institutions

Teachers of Govt/Govt

aided institutions

115-124 16 4

105-114 52 21

95-104 39 42

85-94 68 55

75-84 25 28

Total 200 150

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Figure 4.7.: Professional commitment scores of teachers working in self finance

and Govt/Govt aided teacher training institutions

Table 4.14: Mean, S.D., N and Z-value of Professional commitment of teachers

working in self finance and Govt/Govt aided teacher training

institutions

Type of

institutions

Mean SD N SED Z-Value

Self finance 101.31 11.00 200

1.113

6.71* Govt/Govt

aided

93.83 9.76 150

* Significant at 0.01 level of significance

From table 4.14 it is evident that the z-value of professional commitment of

teachers working in self finance and govt/Govt aided institutions is 6.71 which is

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significant at 0.01 level of significance with df 348. It indicates that the mean scores

of professional commitment of teachers working in self-financed and Govt/Govt aided

teacher training institutions differ significantly. Thus the null hypothesis that “There

is no significant difference between professional commitment of teachers working in

self-financed and Govt/Govt aided teacher training institutions” is Rejected.

Furthermore it indicates that the mean score of teachers of self finance

institutions (101.31) is higher than mean score of teachers of government/government

aided institutions (93.83) .It may therefore be concluded that teachers working in self

financed teacher training institutions are more committed to their profession than the

teachers working in govt. aided teacher training institutions.

OBJECTIVE NO.8

To compare the professional commitment of male teachers working in self

finance and Govt/Govt aided teacher training institutions

Hypothesis

There is no significant difference in professional commitment of male

teachers working in self-financed and Govt/Govt. aided teacher training

institutions.

Table 4.15: Professional commitment scores of male teachers working in self


Professional

commitment scores

Male teachers of self

finance institutions

Male teachers of Govt/Govt

aided institutions

115-119 3 1

110-114 12 1

105-109 11 2

100-104 10 2

95-99 12 16

90-94 15 11

85-89 13 15

80-84 8 7

75-79 4 5

Total 88 60

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Figure 4.8: Professional commitment scores of male teachers working in self


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Table 4.16: Mean, S.D., N ,SED and Z-value of Professional commitment of Male

teachers working in self finance and Govt/Govt aided teacher


Type of

institutions


Self finance 97.18 10.62 88

1.560

3.62* Govt/Govt

aided

91.21 8.37 60



male teachers working in self finance and govt/Govt aided institutions is 3.62 which is


of professional commitment of male teachers working in self-financed and Govt/Govt

aided teacher training institutions differ significantly.

Thus the null hypothesis that “There is no significant difference between

professional commitment of male teachers working in self-financed and Govt/Govt

aided teacher training institutions” is Rejected.

Furthermore it indicates that the mean score of male teachers of self finance


aided institutions (91.21) .It may therefore be concluded that male teachers working in

self financed teacher training institutions are more committed to their profession than

the male teachers working in govt. aided teacher training institutions.

OBJECTIVE NO.9

To compare the professional commitment of female teachers working in

self finance and Govt/Govt aided teacher training institutions

Hypothesis

There is no significant difference in professional commitment of female

teachers working in self-financed and Govt/Govt. aided teacher training

institutions.

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Table 4.17: Professional commitment scores of female teachers working in self


Professional

commitment scores

Female teachers of self


female teachers of

Govt/Govt aided institutions

115-119 22 3

110-114 27 5

105-109 17 12

100-104 4 11

95-99 12 13

90-94 16 7

85-89 9 22

80-84 4 14

75-79 1 3

Total 112 90

Figure 4.9: Professional commitment scores of female teachers working in self


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Table 4.18: Mean, S.D., N ,SED and Z-value of Professional commitment of

Female teachers working in self finance and Govt/Govt aided


Type of

institutions


Self finance 104.26 10.45 112

1.47

6.09* Govt/Govt

aided

95.29 95.29 90



female teachers working in self finance and govt/Govt aided institutions is 6.09 which

is significant at 0.01 level of significance with df 200. It indicates that the mean

scores of professional commitment of female teachers working in self-financed and

Govt/Govt aided teacher training institutions differ significantly.


professional commitment of female teachers working in self-financed and Govt/Govt

aided teacher training institutions” is Rejected.

Furthermore it indicates that the mean score of female teachers of self finance


aided institutions (95.29) .It may therefore be concluded that female teachers working

in self financed teacher training institutions are more committed to their profession

than the female teachers working in govt. aided teacher training institutions.

OBJECTIVE NO.10

To compare the professional commitment of male and female teachers

working in self finance teacher training institutions

Hypothesis

There is no significant difference in professional commitment of male and

female teachers working in self-finance teacher training institutions.

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Table 4.19: Gender wise Professional commitment scores of teachers working in

self finance teacher training institutions


scores

Male teachers of self


Female teachers of self


115-119 3 22

110-114 12 27

105-109 11 17

100-104 10 4

95-99 12 12

90-94 15 16

85-89 13 9

80-84 8 4

75-79 4 1

Total 88 112

Figure 4.10: Gender wise Professional commitment scores of teachers working in

self finance teacher training institutions

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Table 4.20: Genderwise Mean, S.D., N ,SED and Z-value of Professional

commitment of teachers working in self finance teacher training

institutions

Gender Mean SD N SED Z-Value

Male 97.18 10.62 88

1.50

4.71* Female 104.26 10.45 112



male and female teachers working in self finance institutions is 4.71 which is


of professional commitment of male and female teachers working in self-financed

teacher training institutions differ significantly.


professional commitment of male and female teachers working in self-financed

teacher training institutions” is Rejected.

Furthermore it indicates that the mean score of female teachers of self finance

institutions (104.26) is higher than mean score of male teachers of self finance

institutions (97.18) .It may therefore be concluded that female teachers working in

self financed teacher training institutions are more committed to their profession than

the male teachers working in these institutions.

OBJECTIVE NO.11

To compare the professional commitment of male and female teachers

working in govt/govt aided training institutions

Hypothesis

There is no significant difference in professional commitment of male and

female teachers working in govt/govt aided training institutions.

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Table 4.21: Genderwise Professional commitment scores of teachers working in

govt/govt aided teacher training institutions


scores

Male teachers of

Govt/Govt aided

institutions

Female teachers of

Govt/Govt aided

institutions

115-119 1 3

110-114 1 5

105-109 2 12

100-104 2 11

95-99 16 13

90-94 11 7

85-89 15 22

80-84 7 14

75-79 5 3

Total 60 90

Figure 4.11:Genderwise Professional commitment scores of teachers working in

govt/govt aided teacher training institutions

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Table 4.22: Genderwise Mean, S.D., N ,SED and Z-value of Professional

commitment of teachers working in govt/govt aided teacher


Gender Mean SD N SED Z-Value

Male 91.21 8.37 60

1.53

2.45* Female 95.29 10.36 90



male and female teachers working in govt/govt aided institutions is 2.45 which is


of professional commitment of male and female teachers working in govt/govt aided

teacher training institutions differ significantly.


professional commitment of male and female teachers working in Govt/Govt aided

teacher training institutions” is Rejected.

Furthermore it indicates that the mean score of female teachers of govt/govt

aided institutions (95.29) is higher than mean score of male teachers of govt/govt

aided institutions (91.21). It may therefore be concluded that female teachers working

in govt/govt aided teacher training institutions are more committed to their profession

than the male teachers working in these institutions.

chapter-iv data analysis and...

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